Teaching Mathematics by Comparison: Analog Visibility as a Double-Edged Sword

Autor/inn/en	Begolli, Kreshnik Nasi; Richland, Lindsey Engle
Titel	Teaching Mathematics by Comparison: Analog Visibility as a Double-Edged Sword
Quelle	In: Journal of Educational Psychology, 108 (2016) 2, S.194-213 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000056
Schlagwörter	Mathematics Instruction; Teaching Methods; Decision Making; Problem Solving; Elementary School Mathematics; Grade 5; Video Technology; Misconceptions; Error Correction; Pretests Posttests; Oral Language; Short Term Memory; Logical Thinking; Visual Aids; Hypothesis Testing; Scores; Mathematics Achievement; Concept Formation; Verbal Communication; Suburban Schools; Public Schools; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Problemlösen; Elementare Mathematik; Schulmathematik; School year 05; 5. Schuljahr; Schuljahr 05; Missverständnis; Korrektur; Oral interpretation; Mündlicher Sprachgebrauch; Kurzzeitgedächtnis; Anschauungsmaterial; Hypothesenprüfung; Hypothesentest; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Concept learning; Begriffsbildung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Public school; Öffentliche Schule; Theorie-Praxis-Beziehung
Abstract	Comparing multiple solutions to a single problem is an important mode for developing flexible mathematical thinking, yet instructionally leading this activity is challenging (Stein, Engle, Smith, & Hughes, 2008). We test 1 decision teachers must make after having students solve a problem: whether to only verbally discuss students' solutions or make them visible to others. Fifth grade students were presented with a videotaped mathematics lesson on ratio in which students described a misconception and 2 correct strategies. The original lesson was manipulated via video editing to create 3 versions with constant audio but in which the compared solutions were a) presented only orally, b) visible sequentially in the order they were described, or 3) all solutions were visible after being described throughout the discussion. Posttest and delayed posttest measures revealed the greatest gains when all solutions were visible throughout the discussion, particularly better than only oral presentation for conceptual knowledge. Sequentially showing students visual representations of solutions led to the lowest gains overall, and the highest rates of misconceptions. These results suggest that visual representations of analogs can support learning and schema formation, but they can also be hurtful--in our case if presented as visible in sequence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01